Predicting VO2max in College-Aged Participants Using Cycle Ergometry and Perceived Functional Ability

The purpose of this study was to develop a multiple linear regression model to predict treadmill VO_2max scores using both exercise and non-exercise data. One hundred five college-aged participants (53 male, 52 female) successfully completed a submaximal cycle ergometer test and a maximal graded exercise test on a motorized treadmill. The submaximal cycle protocol required participants to achieve a steady-state heart rate equal to at least 70% of age-predicted maximum heart rate (220-age), while the maximal treadmill graded exercise test required participants to exercise to volitional fatigue. Relevant submaximal cycle ergometer test data included a mean (±SD) ending steady-state heart rate and ending workrate equal to 164.2 ± 13.0 bpm and 115.3 ± 27.0 watts, respectively. Relevant non-exercise data included a mean (±SD) body mass (kg), perceived functional ability score, and physical activity rating score of 74.2 ± 15.1, 15.7 ± 4.3, and 4.7 ± 2.1, respectively. Multiple linear regression was used to generate the following prediction of (R = .91, standard error of estimates (SEE) = 3.36 ml·kg^?1·min^?1): VO_2max = 54.513 + 9.752 (gender, 1 = male, 0 = female) – .297 (body mass, kg) + .739 (perceived functional ability, 2–26) + .077 (work rate, watts) – .072 (steady-state heart rate). Each predictor variable was statistically significant (p < .05) with beta weights for gender, body mass, perceived functional ability, exercise workrate, and steady-state heart rate equal to .594, –.544, .388, .305, and –.116, respectively. The predicted residual sums of squares (PRESS) statistics reflected minimal shrinkage (R_PRESS = .90, SEE_PRESS = 3.56 ml·kg^?1·min^?1) for the multiple linear regression model. In summary, the submaximal cycle ergometer protocol and accompanying prediction model yield relatively accurate VO_2max estimates in healthy college-aged participants using both exercise and non-exercise data.     

Lie Acceptability: A Construct and Measure

People likely hold different opinions about deceptive communication. Lie acceptability refers to an individual's attitude about deceptive communication. A self-report measure of lie acceptability was updated and refined, and preliminary data (N = 312) consistent with validity were reported. CFA indicated acceptable fit to the a priori unidimensional model. As anticipated, the lie acceptability scale was positively related to narcissism and negatively associated with religiosity. The scale also predicted likelihood of use ratings of equivocal messages, deceptive omissions, and outright lies. An anticipated sex difference, however, was not replicated. The potential utility of the scale in communication research is discussed.     

Communication Privacy Management Theory: Exploring Coordination and Ownership Between Friends

Researchers in this study explored friends’ boundary coordination and ownership surrounding private information as posed by Communication Privacy Management theory. One hundred pairs of friends (N = 200) completed measures about the risk of a prior disclosure and the degree of discussion about who could/could not know the information. In support of Communication Privacy Management theory, disclosers engaged in greater boundary coordination when the information was riskier. When the information was riskier, disclosers and receivers perceived that the receivers had less ownership rights over the information. Disclosers reported negative emotional reactions to hypothetical dissemination of higher-risk information when they perceived their friends as having less ownership, but positive emotional reactions of lower-risk information when they perceived their friends as having more ownership. Receivers were more likely to disseminate the information when they perceived they had ownership over the information.     

Women,meaning making and lifestyle change after a cardiac event

Many US women have had or will experience a cardiac event and little is known about their learning experiences associated with subsequent lifestyle change. In this qualitative study, the researcher examined the experiential learning of 22 women who made lifestyle changes after a cardiac event. Meaning making experiences were examined for influence in changing behaviour, self-perception and outlook. The researcher identified findings which indicate that prior experiences, the cardiac event itself, post-event experiences and reflection helped facilitate lifestyle change, changes in self-perception and the incorporation of advocacy. Implications of the study include attendance to pre- and post-experiences and that the cardiac event itself provides a foundation for making changes and developing new ways of living with heart disease.     

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.     

Shifting themes in OECD country reviews of higher education

There have been changes in the political economy since the 1980s, and the Organization for Economic Cooperation and Development (OECD) has changed as well. Scholars have noted shifts in OECD discourse in some policy fields since that time: shifts away from what might be called classic neoliberal perspectives. This paper reflects on the changes in the political economy and in OECD and explores how they might be related to changes in OECD discourse in higher education. Specifically, it examines country reviews of higher education systems conducted by OECD in the mid-1990s and the late-2000s for evidence of shifts in its higher education discourse. Instead of a softening of neoliberal perspectives, it finds a further entrenchment of assumptions associated with neoliberalization. It also describes what appears to be a deepening contradiction in the discourse concerning the private and public benefits of higher education. Finally, it reflects on how the contexts of the political economy as framed by OECDs discourse, affects its proposed goals and strategies for higher education.